CPED Introduction

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Information about CPED Introduction

Published on May 7, 2014

Author: CPEDInitiative

Source: slideshare.net

http://cpedinitiative.org Transforming the EdD: Making It the Degree of Choice for Professional Practitioners An introduction to:

Why Improve the EdD? • Practitioner Dissatisfaction with PhD (Lack of Fit, TCD, Cost-Benefits) • Need for a More Practice Oriented Degree • Need for Alignment with NBPTS Certification • New Focus on Clinical Practice (NCATE/CAEP) • Alignment with Other ProfDs in Graduate Schools & Professional Schools (DSW Clinical, DM, PsyD, DPT) • Competition from Alternative Providers AND……

Community College Liberal Arts Comprehensive College Faculty & Leaders PK-12 School Leadership/ Teaching Agency/ Organization For Profit Providers/ BusinessesOther/ International Graduate School of Education Research Extensive (“Graduate colleges should not use a one-size-fits all standards that simply asks why a professional doctorate is not just like a PhD” CGS 2007)

WE MUST Develop Doctoral Distinctions

•Scholarly •Disciplinary Focus •Generation of New Knowledge •Fill Gaps in the Literature PhD •Practitioner Focused •Profession Driven •Applied Learning •Address Genuine Problems of Practice •Generation of knowledge about the profession/practice EdD •Health Sciences •Business •Law •Architecture •Agriculture PPD Ideals of a Profession, Shulman at CGS Mtg 2007: • Service to society in exchange for autonomy • Understands growing bodies of knowledge, research and practice • Mastery of technical skills and practices • Makes judgments under uncertainty • Learns from experience, error and others • Member of professional community that sets standards, monitors quality, educates

• Enabling Doctoral Programs to Meet the Needs of Practitioners (Part Time Students with Full Time Responsibilities) • Do so in a Rigorous, Responsible, Practical, Transparent, and Ethical Manner • Direct learning at Real Problems and Real Solutions • Emphasize Preparing Transformational Leaders to Change Schools and Colleges & Other Learning Organizations PhD Lite

Council of Graduate Schools 2007 Task Force Report on the Professional Doctorate “Professional degree should represent preparation for the potential transformation of that field of professional practice just as the PhD represents preparation for the potential transformation of the basic knowledge of a discipline” (p.19). To achieve quality and excellence in professional preparation, the Task Force argued: “All parties charged with assuring quality in higher education—including graduate schools and deans, regional accreditors, disciplinary accreditors, university systems, universities and individual academic units—need to engage in vigorous dialogue in order to articulate clear standards and processes for the approval and evaluation of professional doctorates. This dialogue must take place because professional doctorates differ substantially from research doctorates with regard to faculty students and curriculum, while professional doctorates must, like research doctorates, meet well-defined standards of quality, review processes for professional doctorates much be respectful of these differences and may requires changes in the academic culture of institutions” (p. iv).

REDESIGNING & STRENGTHENING the EdD More recent Calls for Change 2005- 2006 National atmosphere 2005-2007 History of EdD & Professionalization Agenda 1920- 1990s How did we get here?

A solution…. “To reclaim the Education’s Doctorates,” -Shulman, Golde, Bueschel, Garabedian (2006)

Bi-annual Convenings (professional development for faculty) Experimenting and learning on campus (Design experiments with programs) Sharing & Learning across context (critical friends) The Membership 87 Colleges and Schools of Education 2 Canadian, 1 New Zealand, 84 US The Process

CPED Vision The vision of the Consortium is to transform the EdD (referred to as a Professional Practice Doctorate within the Consortium) into the degree of choice for preparing the next generation of practitioner experts and school (K-12) college leaders in Education, especially those who will generate new knowledge and scholarship about educational practice (or related policies) and will have responsibility for stewarding the Education profession. To accomplish this vision, the mission of the Carnegie Project on the Education Doctorate (CPED) is to improve the way in which professional educators are prepared by redesigning all aspects of EdD programs including: curriculum, assessments, admissions, etc. CPED Mission The mission of CPED is to improve the efficacy and reliability of the professional doctorate in education for the advanced preparation of school practitioners and clinical faculty, academic leaders and professional staff for the nation’s schools, colleges and the learning organizations that support them. To this end, the Consortium does not offer a prescription for professional practice preparation programs. Rather, we honor the local context of the school of education as well as those constituents who are served by our member programs. As a result the consortium created the following principles and architecture to inform professional practice preparation program development.

Different Purposes: Different ClientsSchoolLeaders Leaders for PK-12 Schools TeacherEducators Teacher Leaders for Schools and Colleges OrganizationalLeaders Learning Organization Leaders CPED-influenced EdD programs are housed in individual departments and/or designed across the school of education.

Becoming a national & international influence..

Products of SUCCESS SPENCER GRANT Taxonomy of Outcomes for Graduates DEFINITION EdD “prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.” WORKING PRINCIPLES for program development $700K FIPSE GRANT Change – institutional, programmatic, individual DEFINITIONS OF DESIGN CONCEPTS •Scholarly practitioner •Signature Pedagogy •Inquiry as Practice •Laboratories of Practice •Dissertation in Practice Phase II & III members added Expansion of consortium to 87 US and International Schools of Education

Knowledge Forum: EdD program redesign with CPED is a process. Novices • Agreed Program Design • Student Recruitment In Process • Imminent Launch Implementers • Program Cohorts Admitted • Courses Offered • Capstone Defined Matures • Program Graduates • Practicing Professionals Members are at all different phases of change and redesign.. And that is OK! We learn together through collaborative professional development.

What are CPED Core Ideas?

New Definition of the Education Doctorate (EdD) The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession. - CPED Consortium (2009)

CPED-influenced EdD programs are designed upon a set of shared Principles The Professional doctorate in education: 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities. 3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. 4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. 5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. 6. Emphasizes the generation, transformation, and use of professional knowledge and practice. (CPED Principles for Program Design, 2009, were developed across the original 25 member institutions. These core principles are being tried and tested through the CPED R&D process.)

Design concepts CPED Principles are supported by an architecture of Design concepts that were generated from Dr. Lee Shulman as well as from within the Consortium. Scholarly-Practitioner, Signature Pedagogy, Laboratories of Practice, Inquiry in Practice, Problem of Practice, Dissertation in Practice

EdD programs prepare: Scholarly Practitioners Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. Use practical research and applied theories as tools for change because they understand the importance of equity and social justice; Disseminate their work in multiple ways; and Have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. Research Practice

The pervasive set of practices used to prepare scholarly practitioners for all aspects of their professional work: “to think, to perform, and to act with integrity” (Shulman, 2005, p.52). Three dimensions (Shulman (2005): •Deliberate, pervasive and persistent-- challenges assumptions, engages in action, and requires ongoing assessment and accountability. •Grounded in theory, research, and problems of practice. Leads to habits of mind, hand, and heart that can and will be applied to authentic professional settings. •Helps students develop a critical and professional stance with a moral and ethical imperative for equity and social justice. Examples o Learner-Scholar communities: collaboration & practice around student-driven contextualized inquiry projects or action research (Olson & Clark, 2009) o systematic and intentional inquiry o Theory-Practice-Inquiry to develop analogical reasoning o Annual research conference, all students must present their annual projects o Team-taught, yearlong case study courses--process of asking and answering questions Signature Pedagogy

Laboratories of Practice Examples • Embedded field work in courses • Community Center & collaborative projects • Presentation of research to stakeholders Settings where • theory and practice inform and enrich each other • address complex problems of practice • ideas—formed by the intersection of theory, inquiry, and practice—can be implemented, measured, and analyzed for the impact made. Laboratories of Practice facilitate transformative and generative learning that is measured by the development of scholarly expertise and implementation of practice.

Inquiry as Practice Process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens. Decipher ability to decipher the methods, findings, and conclusions. Debate ability to debate with policymakers and special interest groups, so as to advocate for their students, faculty, schools, districts, and states Design apply the findings of research literature in the design of practical solutions to address pressing universal problems of practice (develop solutions & evaluation programs RoleofResearch

Consultancy Model Thematic Groups Manuscripts 5-Chapter Other - Problems of practice articulated by “client” -Students work in groups to understand the problem as posed, analyze the issue from a number of perspectives, and respond with policy and practice. - Several student - Related topic or database - Problems of practice situated into literature - Faculty advise group, not individual - Tied to faculty interest - Individual dissertation & group project result - Three publishable papers - + intro and conclusion - Edited volume - Facilitated within the Laboratory of Practice -Integrated throughout the entire course sequence -Additional chapter = action product for generative impacts Scholarship & Action: synthesize research and literature in their well-defined niche in the field 1) Use knowledge to demonstrate competency completion of an article that has been deemed submission-ready 2) project with clear articulation of how it fits within the broader niche and intended purpose of the experience Dissertation in Practice The Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice. Dissertation in Practice of the Year Award 2012 & 2013

Problem of Practice Dissertation Adapted from Archbald (2008) Defines – • Describes a challenge in educational practice • Persuade not prove Situates – • Must build a case that there is a problem– contextual, theoretical Investigates – • Many questions vs. single hypothesis • Seeks empirically to investigate the causes of the challenge and/or test solution(s) to address the challenge Results - • Professional report not research monograph • Generative Impacts potential for greater change/Impact • Generates actionable implications • Recommendations & designs for action not conclusions Dissemination- • Appropriately communicates these implications to relevant stakeholders Problem of Practice is as a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes

To Learn More: Visit the CPED Website http://cpedinitative.org

Copyright 2014 by the Carnegie Project on the Education Doctorate, Inc. (CPED). The foregoing material may be used for noncommercial educational purposes, provided that CPED is acknowledged as the author and copyright holder. Any other use requires the prior written consent of CPED.

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